Pub Date : 2023-04-13DOI: 10.1177/08959048231159919
Kate Menken, Ivana Espinet, Sharon Avni
New York City offers an example of the national trend to expand dual language bilingual education (DLBE) programs, yet only a small proportion of multilingual learners are enrolled in these programs in city schools. Our examination of new DLBE programs in three city schools builds on research about the “gentrification” of DLBE. Specifically, our findings show how school leaders opened DLBE programs to re-engineer the demographics of their student population by enrolling more White, privileged students in the name of “school turnaround”—namely, to increase enrollment and popularity in a school choice context and improve performance on accountability measures.
{"title":"“There Was Nothing Here”: School Leaders Using Dual Language Bilingual Education Programs as a Formula to Re-Engineer Student Populations for School Turnaround","authors":"Kate Menken, Ivana Espinet, Sharon Avni","doi":"10.1177/08959048231159919","DOIUrl":"https://doi.org/10.1177/08959048231159919","url":null,"abstract":"New York City offers an example of the national trend to expand dual language bilingual education (DLBE) programs, yet only a small proportion of multilingual learners are enrolled in these programs in city schools. Our examination of new DLBE programs in three city schools builds on research about the “gentrification” of DLBE. Specifically, our findings show how school leaders opened DLBE programs to re-engineer the demographics of their student population by enrolling more White, privileged students in the name of “school turnaround”—namely, to increase enrollment and popularity in a school choice context and improve performance on accountability measures.","PeriodicalId":47728,"journal":{"name":"Educational Policy","volume":"41 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2023-04-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83982621","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-30DOI: 10.1177/08959048231163803
Mandy Savitz-Romer, Tara P. Nicola, Heather T. Rowan-Kenyon, Stephanie Carroll
This study explores the prevalence and implementation of four key school counseling policies at the state level and to what extent they are monitored for positive impact on the school counseling profession. Drawing on an analysis of state school counseling policy documents and interviews with school counseling leaders from 30 state education agencies, we found that policies vary considerably across states. Within states, the constrained authority of state counseling officials and lack of funded counseling mandates contributed to differences in policy implementation at the local level. These barriers can unintentionally reduce the efficacy of counseling policies and thus their impact on students.
{"title":"A Landscape Analysis of State-Level School Counseling Policy: Perspectives from State Officials","authors":"Mandy Savitz-Romer, Tara P. Nicola, Heather T. Rowan-Kenyon, Stephanie Carroll","doi":"10.1177/08959048231163803","DOIUrl":"https://doi.org/10.1177/08959048231163803","url":null,"abstract":"This study explores the prevalence and implementation of four key school counseling policies at the state level and to what extent they are monitored for positive impact on the school counseling profession. Drawing on an analysis of state school counseling policy documents and interviews with school counseling leaders from 30 state education agencies, we found that policies vary considerably across states. Within states, the constrained authority of state counseling officials and lack of funded counseling mandates contributed to differences in policy implementation at the local level. These barriers can unintentionally reduce the efficacy of counseling policies and thus their impact on students.","PeriodicalId":47728,"journal":{"name":"Educational Policy","volume":"107 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2023-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81444304","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-28DOI: 10.1177/08959048231153595
Emily M. Hodge, Serena J. Salloum, Susanna L. Benko
State educational agency content coordinators commonly experience tensions in their professional roles related to distinct sets of beliefs, or logics, about who “should” control what students learn: the state bureaucracy, the local community, or the broader profession. Using an institutional logics frame and drawing on interviews with coordinators for English/language arts representing about a third of U.S. states, we illustrate how individuals navigate these competing traditions of decision-making. Multiple logics shaped coordinators’ perceptions of their job responsibilities and goals, as well as the actions they felt were possible for them to take in creating and providing resources, communicating those resources to local stakeholders, and providing professional development. More consistent messaging to coordinators about the types of outreach the state views as acceptable would better support high-quality literacy instruction.
{"title":"How State Educational Agency Coordinators Navigate Logics of Local Control in Standards Implementation","authors":"Emily M. Hodge, Serena J. Salloum, Susanna L. Benko","doi":"10.1177/08959048231153595","DOIUrl":"https://doi.org/10.1177/08959048231153595","url":null,"abstract":"State educational agency content coordinators commonly experience tensions in their professional roles related to distinct sets of beliefs, or logics, about who “should” control what students learn: the state bureaucracy, the local community, or the broader profession. Using an institutional logics frame and drawing on interviews with coordinators for English/language arts representing about a third of U.S. states, we illustrate how individuals navigate these competing traditions of decision-making. Multiple logics shaped coordinators’ perceptions of their job responsibilities and goals, as well as the actions they felt were possible for them to take in creating and providing resources, communicating those resources to local stakeholders, and providing professional development. More consistent messaging to coordinators about the types of outreach the state views as acceptable would better support high-quality literacy instruction.","PeriodicalId":47728,"journal":{"name":"Educational Policy","volume":"71 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2023-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78558637","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-24DOI: 10.1177/08959048231163787
Angela M. Lyle, James P. Spillane, Christa Haverly
This comparative case study explores how 18 state education agencies (SEAs) support school districts in advancing standards-based elementary science reform. We identify how SEAs understand their work in advancing elementary science reform and describe how SEAs sought to engage districts in bridging from standards to classroom practice. Based on our analysis, we argue that the school subject is a critical explanatory variable in understanding SEA efforts to support standards implementation and SEAs lean on a resource-based approach for instructional policy implementation. This study contributes to the growing research base on the role of state policy in supporting standards implementation.
{"title":"State-Level Efforts to Reform Elementary Science Education","authors":"Angela M. Lyle, James P. Spillane, Christa Haverly","doi":"10.1177/08959048231163787","DOIUrl":"https://doi.org/10.1177/08959048231163787","url":null,"abstract":"This comparative case study explores how 18 state education agencies (SEAs) support school districts in advancing standards-based elementary science reform. We identify how SEAs understand their work in advancing elementary science reform and describe how SEAs sought to engage districts in bridging from standards to classroom practice. Based on our analysis, we argue that the school subject is a critical explanatory variable in understanding SEA efforts to support standards implementation and SEAs lean on a resource-based approach for instructional policy implementation. This study contributes to the growing research base on the role of state policy in supporting standards implementation.","PeriodicalId":47728,"journal":{"name":"Educational Policy","volume":"32 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2023-03-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80391940","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-13DOI: 10.1177/08959048231153608
Stephanie Aguilar-Smith, E. Doran
Understanding the development of major educational policies is essential, especially federal policies integral to Hispanic-Serving Institutions (HSIs)—one of the fastest-growing types of postsecondary institutions in the United States, which collectively serve over two-thirds of Latina/o/x-identified college students. Accordingly, in this archive-based study, we explore the expansion of Title V, specifically the creation of the Postbaccalaureate Opportunities for Hispanic Americans Program, and how advocates framed the need for this program. Specifically, employing McBeth et al.’s policy narrative framework, we story how Congress came to enact this program, describing the setting, characters, and plot of this policy process. In doing so, we make visible via narration how federal policy unfolds and the relationship between federal and state-level policy. Additionally, we show that nationalist, capitalist, and democratic logics are often used to justify programs to support the Latina/o/x community. Considering the findings, we conclude with implications for policy and future research. Ultimately, using this innovative lens, we expand the HSI literature and complexify the understanding of Title V.
{"title":"The Expansion of Title V: A Historical Analysis of the Promoting Postbaccalaureate Opportunities for Hispanic Americans Program","authors":"Stephanie Aguilar-Smith, E. Doran","doi":"10.1177/08959048231153608","DOIUrl":"https://doi.org/10.1177/08959048231153608","url":null,"abstract":"Understanding the development of major educational policies is essential, especially federal policies integral to Hispanic-Serving Institutions (HSIs)—one of the fastest-growing types of postsecondary institutions in the United States, which collectively serve over two-thirds of Latina/o/x-identified college students. Accordingly, in this archive-based study, we explore the expansion of Title V, specifically the creation of the Postbaccalaureate Opportunities for Hispanic Americans Program, and how advocates framed the need for this program. Specifically, employing McBeth et al.’s policy narrative framework, we story how Congress came to enact this program, describing the setting, characters, and plot of this policy process. In doing so, we make visible via narration how federal policy unfolds and the relationship between federal and state-level policy. Additionally, we show that nationalist, capitalist, and democratic logics are often used to justify programs to support the Latina/o/x community. Considering the findings, we conclude with implications for policy and future research. Ultimately, using this innovative lens, we expand the HSI literature and complexify the understanding of Title V.","PeriodicalId":47728,"journal":{"name":"Educational Policy","volume":"61 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2023-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78891800","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-06DOI: 10.1177/08959048231153596
Katrina E. Bulkley, A. Lu, Kate Meza Fernandez, Alica Gerry
Charter school authorizers shape which charter schools open, where they open, and who they serve. We draw on principal agent theory to investigate how the priorities and practices of nine authorizers intersected with charter school applications’ attention to the needs of historically marginalized students. Using data from interviews and applications, we find authorizers vary in orientations toward equity and the ways in which they signal that orientation to charter applicants. Our analysis suggests a robust relationship between authorizer mission and the content found in charter applications, demonstrating the influence of authorizing practices on the contents of charter school applications.
{"title":"Charter Authorizing, Applications, and the Needs of Historically Marginalized Students: A Cross State Analysis","authors":"Katrina E. Bulkley, A. Lu, Kate Meza Fernandez, Alica Gerry","doi":"10.1177/08959048231153596","DOIUrl":"https://doi.org/10.1177/08959048231153596","url":null,"abstract":"Charter school authorizers shape which charter schools open, where they open, and who they serve. We draw on principal agent theory to investigate how the priorities and practices of nine authorizers intersected with charter school applications’ attention to the needs of historically marginalized students. Using data from interviews and applications, we find authorizers vary in orientations toward equity and the ways in which they signal that orientation to charter applicants. Our analysis suggests a robust relationship between authorizer mission and the content found in charter applications, demonstrating the influence of authorizing practices on the contents of charter school applications.","PeriodicalId":47728,"journal":{"name":"Educational Policy","volume":"22 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2023-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81741907","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-17DOI: 10.1177/08959048231153597
Samantha Viano, G. Henry
Online credit recovery (OCR) refers to online courses that high school students take after previously failing the course. Many have suggested that OCR courses are helping students to graduate from high school without corresponding increases in academic skills. This study analyzes administrative data from the state of North Carolina to evaluate the efficacy of OCR using full data from public and private OCR providers. Findings indicate that students who fail courses and enroll in OCR are 20 percentage points more likely to earn course credit, have lower test scores of up to two tenths of a standard deviation, and are about eight percentage points more likely to graduate high school within 4 years than students who repeat courses traditionally. Test score differences are particularly large for Biology compared to Math I and English II. Hispanic and economically disadvantaged OCR students are more likely to graduate high school than their peers.
{"title":"Online Credit Recovery as an Intervention for High School Students Who Fail Courses","authors":"Samantha Viano, G. Henry","doi":"10.1177/08959048231153597","DOIUrl":"https://doi.org/10.1177/08959048231153597","url":null,"abstract":"Online credit recovery (OCR) refers to online courses that high school students take after previously failing the course. Many have suggested that OCR courses are helping students to graduate from high school without corresponding increases in academic skills. This study analyzes administrative data from the state of North Carolina to evaluate the efficacy of OCR using full data from public and private OCR providers. Findings indicate that students who fail courses and enroll in OCR are 20 percentage points more likely to earn course credit, have lower test scores of up to two tenths of a standard deviation, and are about eight percentage points more likely to graduate high school within 4 years than students who repeat courses traditionally. Test score differences are particularly large for Biology compared to Math I and English II. Hispanic and economically disadvantaged OCR students are more likely to graduate high school than their peers.","PeriodicalId":47728,"journal":{"name":"Educational Policy","volume":"20 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2023-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84544415","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-17DOI: 10.1177/08959048231153600
Hee Jung Gong, Robert K. Toutkoushian
This study focuses on the disparities between the educational aspirations and expectations of high school students in the U.S., and explores why students do not expect to earn a bachelor’s degree despite their aspirations. Using a national dataset and logistic/multinomial logistic regression analyses, the study identified the factors associated with this diminished expectation, such as family background, school experiences, and college preparedness activities. Additionally, students with low expectations of reaching their college aspirations are less likely to search for, apply to, and/or enroll in 4-year colleges. This study provides new insights into the college access process.
{"title":"High School Students’ Expectations and College Aspirations: Causes and Consequences","authors":"Hee Jung Gong, Robert K. Toutkoushian","doi":"10.1177/08959048231153600","DOIUrl":"https://doi.org/10.1177/08959048231153600","url":null,"abstract":"This study focuses on the disparities between the educational aspirations and expectations of high school students in the U.S., and explores why students do not expect to earn a bachelor’s degree despite their aspirations. Using a national dataset and logistic/multinomial logistic regression analyses, the study identified the factors associated with this diminished expectation, such as family background, school experiences, and college preparedness activities. Additionally, students with low expectations of reaching their college aspirations are less likely to search for, apply to, and/or enroll in 4-year colleges. This study provides new insights into the college access process.","PeriodicalId":47728,"journal":{"name":"Educational Policy","volume":"35 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2023-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79774706","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-13DOI: 10.1177/08959048231153612
Allison W. Kenney, Susan Dulong Langley, Vonna Hemmler, Carolyn M. Callahan, E. Jean Gubbins, Del Siegle
Differentiation is an instructional practice teachers employ to modify their classroom content, process, and products based on student readiness, interest, and learning profile. Many school districts recognize the benefits of differentiated instruction and thus mandate allotted classroom time for its implementation. In this article, we investigate how teachers in one such district resolved differentiation policy to practice in a high-stakes testing environment. We found, during the designated time for differentiation, teachers regularly remediated small groups but did not similarly address the academic needs of advanced students, thus not enacting the disciplinary standard for differentiation. We suggest teachers are recoupling practice and policy but misaligning it to the disciplinary definition of differentiation, which we contend has broader implications for instructional policymaking.
{"title":"Different or Differentiated? Recoupling Policy and Practice in an Era of Accountability","authors":"Allison W. Kenney, Susan Dulong Langley, Vonna Hemmler, Carolyn M. Callahan, E. Jean Gubbins, Del Siegle","doi":"10.1177/08959048231153612","DOIUrl":"https://doi.org/10.1177/08959048231153612","url":null,"abstract":"Differentiation is an instructional practice teachers employ to modify their classroom content, process, and products based on student readiness, interest, and learning profile. Many school districts recognize the benefits of differentiated instruction and thus mandate allotted classroom time for its implementation. In this article, we investigate how teachers in one such district resolved differentiation policy to practice in a high-stakes testing environment. We found, during the designated time for differentiation, teachers regularly remediated small groups but did not similarly address the academic needs of advanced students, thus not enacting the disciplinary standard for differentiation. We suggest teachers are recoupling practice and policy but misaligning it to the disciplinary definition of differentiation, which we contend has broader implications for instructional policymaking.","PeriodicalId":47728,"journal":{"name":"Educational Policy","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135907035","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-13DOI: 10.1177/08959048221142051
E. Perry
This paper provides a qualitative review of research related to sexual harassment interventions employed in institutions of higher education (IHEs) and introduces a needs assessment process that IHE administrators can use to inform their choice of intervention. Additionally, this paper provides direction regarding how to assess the impact of sexual harassment interventions as prevention programs can only be effective if they are continuously evaluated. This review may help researchers identify under researched sexual harassment related topics in higher education and IHE administrators make evidence-based decisions related to the choice, implementation, and assessment of sexual harassment interventions.
{"title":"The Choice and Evaluation of Sexual Harassment Interventions in Institutions of Higher Education","authors":"E. Perry","doi":"10.1177/08959048221142051","DOIUrl":"https://doi.org/10.1177/08959048221142051","url":null,"abstract":"This paper provides a qualitative review of research related to sexual harassment interventions employed in institutions of higher education (IHEs) and introduces a needs assessment process that IHE administrators can use to inform their choice of intervention. Additionally, this paper provides direction regarding how to assess the impact of sexual harassment interventions as prevention programs can only be effective if they are continuously evaluated. This review may help researchers identify under researched sexual harassment related topics in higher education and IHE administrators make evidence-based decisions related to the choice, implementation, and assessment of sexual harassment interventions.","PeriodicalId":47728,"journal":{"name":"Educational Policy","volume":"79 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2023-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77108505","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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